备考托福听力考试真题练习1

　　学生去找建筑manager，说她要表演仲夏夜之梦的戏剧了，需要用一些椅子，然后现在表演用的头盔丢了，问manager怎么办。Manager觉得可能是别的学生拿走了之类，然后学生又说在户外表演是个好主意啊，他们的东西可以放在花园里但是需要有人照看。

　　讲座1 社会科学

　　秘鲁的一个文明遗迹，最近被发现了，这个文明是高度发展的，但他在内陆。以前有类似时期的文明只在海边有，所以考古学家误以为这个时期的文明只在海边有，所以考古学家误以为这种文明是依赖海洋生物补给的。这个内陆文明打破了这一观点。而且以前大家觉得高度发展的文明需要agriculture，陶器之类，这个也没有，但他确实很高度发展(中间说了他们住在类似金字塔的建筑里)所以人们对高度发展的文明定义是不是要改变。

　　讲座2 自然科学

　　地球水的起源，因为地球刚开始形成的时候因为cohesion energy特别热，所以把自己的水蒸干了。有一个假说认为刚开始以因为彗星，彗星含**，陨石都是金属或者石头;后面发现其实是一种叫asxxxxxxx的东西，意思就是既是陨石又是彗星的东东，并且根据这个研究陨石和彗星亲缘关系比我们想象的要近。后来有科学家反驳是他们认为地球形成的时候冷却很快，不至于把所有的水都蒸发掉。

备考托福听力考试真题练习3篇扩展阅读

备考托福听力考试真题练习3篇（扩展1）

——托福考试听力真题回顾 (菁选2篇)

托福考试听力真题回顾1

　　Part B

　　Question 31-33

　　W: Hi, Ed. Looks like you were here early.

　　M: Yeah. Class doesn't start for a ten more minutes, so I put up the novel I’m reading.

　　W: What is it?

　　M: It is called Sister Carrie. It is about a woman named Carrie who leaves her country home to earn a living in Chicago and New York.

　　W: Oh, I've studied Theodore Dreiser(**小说家). His work is a little depressing, but I like him, even though his characters always get in trouble. He tricks them with sympathy. How do you like Sister Carrie?

　　M: It's not what I expected. On the back cover it says the book created a lot of controversy when it was first published in 1900. It even says the publisher withdrew out from market after only 500 copies were sold. But I don't see why.

　　W: Well. The novel might not be shocking by our standards but it sure created a stir then. Think about what Carrie does. She leaves her country home and gets caught up in some personal scandals in the city. Now most other authors of that time would have punished the character to provide a moral lesson, but Dreiser has Carrie become a successful actress at the end.

　　M: Wow, that puts the story in a different perspective. I bet Dreiser must have been discouraged when the publisher took it off from market.

　　W: He sure was. He stopped writing fictions for a while and did work as a journalist and an editor.

　　M: Well, how did the book become recognized?

　　W: Some British reviewers praised the novel and then another publisher released it in 1907. Eventually people recognized the novel for its realism and Dreiser went on to write other successful works.

　　31. What is the conversation mainly about?

　　32. According to the woman, how is Sister Carrie different from other novels at its time?

　　33. How did Sister Carrie eventually gain recognition?

　　Question34-38

　　M: Before we began today's topic, I'd like to review the phases of child language acquisition that we went over yesterday. Who'd like to summarize for us? Yes, Lisa.

　　W: Well, first of all, you said that new-borns only make rudimentary vocalizations because the voice box isn't in position for speech yet. But that at about three month of age baby starts to utter the first sounds that resemble language sounds. The sounds of consonants like "k" and "g".

　　M: That's right. And after this stage come the meaningless syllables, a consonant followed by a vowel. For example, the "****" sounds. And at the next stage comes a real breakthrough. Can you tell us about that, Lisa?

　　W: Well, between six months and one year of age, babies begin to associate sounds with meaning. So, when you say "dog", they know you're referring to the four-legged animal that is their house pet. At this stage they start to build a vocabulary. And in a matter of month they are learning ten to twenty new words a day. This vocabulary growth continues until adolescents.

　　M: Right. And isn’t it amazing that by the time children are two or three years old they are stringing sentences together? Certainly no one would dispute that children had a tremendous capacity for learning language, what linguists are still trying to determine is how this language acquisition takes place.

　　34. What is the class mainly discussing?

　　35. Why does the student mention the sound "k" and "g"?

　　36. According to the student, why are the news born not able to make language like sounds?

　　37. According to the discussion, when the vocabulary growth first starts to increase dramatically?

　　38. According to the discussion, what do the linguists still not know?

托福考试听力真题回顾2

　　一、听文章次数要限制。

　　如果一篇听力文章你听了好多遍还是听不懂，而你还是执着的一直听下去，这只说你是在浪费时间。如果听的次数多了仍旧听不懂的，再听多少遍的结果还是一样的。这时我们就要去找找原因了，是因为连读、词汇不认识还是习语不懂等。这里小站教育编辑提醒大家，如果一篇文章听了4-5遍还是没听懂，就去找原因。如此练习那么你就会发现，通过发现原因你很容易就能听懂了。并课后把你之前没有听懂的内容进行重点复习，直到掌握这个问题的解决方法，那么你的听力水*就不知不觉的得到了提高。

　　二、要多背单词。

　　托福词汇是整个托福考试的基础，无论是托福考试的哪一个科目，你都需要掌握足够量的词汇。在托福听力考试中，特别是是名词大家一定要把真题练习中的所有名词都去背一下，因这些都将会是听力文章中长对话的重要特征，其实听懂这些往往对你猜测答案有意想不到的效果，其实一般长对话一般不会和我们常识相反的事物。

　　三、坚持以真题为材料练习。

　　在托福听力备考过程中，考生要充分了分和熟悉托福听力真题，再还没有掌握真题之前最好不要接触课外学习资料，比如说VOA、FRIENDS等资料，特别像是疯狂英语(**课)之类的。如果你能听懂这些，那么你的英语水*就非常不一般了，面对托福听力应该会拿到一个不错的分数了。

　　四、托福听力听对话必须要同时做题。

　　很多同学在做托福听力的时候都是先听，然后再去做题，这样是最错误的做法，正确的做法是先看题，然后边听边做。因为这样你可以避免造成听后不反应文章意思的恶习，的确你能听懂文章的大部分意思，基本可以做对题，那么如果你理解的意思是错误的呢，那么你就来不及更正答案了;听力答案偶尔也会有陷阱，可能D比B好，那么你一上来就选择了B，所以这种细心和灵感是需要*时养成的;还有一种情况万一你听不懂的情况下，你看着选项必须要去猜题了，这个猜其实包含了你使用一些听到的词汇来做推测，如果你事先看了题目，那么你猜对机率就会大很多。

　　五、选择答案技巧。

　　一般情况对于听力的短答案一定要先扫描一下，这些答案往往是和时间，比值，问题顺序和文章顺序是一致的，如果出现在第二题中，则答案基本在对话开头部分，这时你只要盯着答案选项，听到哪个就选择哪个，保证是正确的答案。否则一旦你漏听了，那么神仙也救不了你了，因为答案很短，故而在对话中提及的时间也相对较短，一个不注意就有可能会漏掉。

　　六、要对真题有研究。

　　这里说的对真题的研究是研究文字和选项的规律而不是文字和选项的关系，托福听力考试中的每一类题型都是有规律可循的。如果你对真题有研究的话，那么你就会发现，什么类型的题目，它的答案和文字中哪个单词是有密切关系的，长对话的答案一般会出现在哪里，哪些地方需要注意的，其实这和阅读是一样的，有时候大家都是被一种思想给牵制：觉得其实文字给我看基本是能看懂的，所以听不出是我的能力不够。这里的能看懂和能听懂的差别是很大的。所以看动听不懂不是你的错，有时候在阅读上你要使用技巧，为什么再长对话里面就不使用呢?再建议你各种类型长对话背一篇，有时候听力也是考你一个信息容量的问题，要是每种类型都背过一篇，以后再遇到等于是一些替换，大意你是很清楚了，注意：背篇章需要同时记住接下来的**，这样你不但把握文章概观而且有能知道会问什么问题，在什么段问问题的灵感。

　　七、备考时多些激情。

　　在备考托福听力时，不要没有目的的傻听，这里小编主张大家要精听，少泛听，特别是傻坐着，以为带着耳机听到耳朵疼就会出效果了，如果你没有激情，不去想想对话的场景，我在什么时候可以使用，那么你还不如去做语法和阅读，毕竟你的备考时间并不是十分的宽裕。一个好的英语环境对于英语学习来说是十分有帮助，这也是*时考生复习时最易忽略的。

备考托福听力考试真题练习3篇（扩展2）

——托福口语考试真题

托福口语考试真题1

　　Some people like to go straight to the destination to see the view while traveling. Other people prefer to enjoy the scenery along the way. Which do you prefer and why? Use specific reasons to support your answer.

　　结构提纲：

　　Intro：enjoy the scenery along the way

　　Body：

　　1. traveling is a process

　　2. see some places that we haven’t been to

　　3. less stressful and more enjoyable

　　Transitional words ： first，second，finally

　　Some people like to go straight to the destination to see the view while traveling because they want to spend a long period of time enjoying the place as they planned. But as far as I’m concerned. I prefer to enjoy the scenery along the way.

　　First,traveling is a process,not a destination. In most cases，traveling is a process of getting from point A to point B. The mind is relaxing while the landscape is passed by. Moreover, it is a process of sightseeing for us to communicate with the history and nature.

　　Second,taking time along the way enables us to see some places that we haven't been to or may not have the chance to go for a visit. What a good additional gain!

　　Finally,not rushing to the destination but enjoying the sights during the journey is less stressful and more enjoyable.

备考托福听力考试真题练习3篇（扩展3）

——托福写作真题练习

托福写作真题练习1

　　Your job has more effects on happiness than your social life does.

　　托福写作真题解析：

　　题目大意： 你的工作要比你的社交生活对幸福影响更大。此题目涉及到抽象词“幸福”，可能小伙伴们会觉得有些难度，如果大家了解马斯洛的需求层次理论的话，本题目并不难，波波建议大家选择，两者对于幸福有同样的作用，因为工作满足了我们的'物质需求，而社交生活满足了我们的社交需求。

备考托福听力考试真题练习3篇（扩展4）

——司法考试练习真题及答案解析3篇

司法考试练习真题及答案解析1

　　《理论法学》

　　【单选题】卡尔·***说：“在**的国家里，法律就是国王;在**的国家里，国王就是法律。”关于***这段话的理解，下列哪一选项是错误的?( )

　　A.从性质上看，有**的法律，也有**的法律

　　B.在实行**的国家，君主或者国王不可以参与立法

　　C.在实行**的国家，国王的意志可以上升为法律

　　D.实行**的国家，也是实行法律至上原则的国家

　　向上滑动查看参***

　　【正确答案】 B

　　【答案解析】 法的本质反映为法的阶级性，在阶级对立的社会，法所体现的国家意志实际上是**阶级的意志。故在实行**的国家，国王的意志具有最高效力，可以上升为法律。在实行**的国家，君主或者国王也是可以参与立法的，但其受到法律的制约，必须**行事。

　　《三国法》

　　【单选题】2009年，甲、乙、丙、丁共同设立A有限责任公司。丙以下列哪一理由提起解散公司的诉讼**应予受理?( )

　　A.以公司董事长甲严重侵害其股东***，其无法与甲合作为由

　　B.以公司管理层严重侵害其利润分配请求权，其股东利益受重大损失为由

　　C.以公司被吊销企业法人营业执照而未进行清算为由

　　D.以公司经营管理发生严重困难，继续存续会使股东利益受到重大损失为由

　　向上滑动查看参***

　　【正确答案】 D

　　【答案解析】 选项A.B.C错误。《公司法解释(二)》第一条第二款规定，股东以***、利润分配请求权等权益受到损害，或者公司亏损、财产不足以偿还全部债务，以及公司被吊销企业法人营业执照未进行清算等为由，提起解散公司诉讼的，人民**不予受理。

　　选项D正确。《公司法》第一百八十二条规定，公司经营管理发生严重困难，继续存续会使股东利益受到重大损失，通过其他途径不能解决的，持有公司全部股东表决权百分之十以上的股东，可以请求人民**解散公司。

　　《商经法》

　　【单选题】2014年5月，甲、乙、丙三人共同出资设立一家有限责任公司。甲的下列哪一行为不属于抽逃出资行为?( )

　　A.将出资款项转入公司账户验资后又转出去

　　B.虚构债权债务关系将其出资转出去

　　C.利用关联交易将其出资转出去

　　D.制作虚假财务会计报表虚增利润进行分配

　　向上滑动查看参***

　　【正确答案】 A

　　【答案解析】 《公司法解释(三)》第十二条规定，公司成立后，公司、股东或者公司债权人以相关股东的行为符合下列情形之一且损害公司权益为由，请求认定该股东抽逃出资的，人民**应予**：(一)制作虚假财务会计报表虚增利润进行分配;(二)通过虚构债权债务关系将其出资转出;(三)利用关联交易将出资转出;(四)其他未经法定程序将出资抽回的行为。

　　《行政法》

　　【多选题】某行政机关负责人孙某因同时违反财经纪律和****被分别给予撤职和记过处分。下列说法正确的是?( )

　　A.应只对孙某执行撤职处分

　　B.应同时降低孙某的级别

　　C.对孙某的处分期为36个月

　　D.**对孙某的处分后，即应恢复其原职务

　　向上滑动查看参***

　　【正确答案】 AB

　　【答案解析】 选项A正确。《***处分条例》第十条第一款规定，行政机关***同时有两种以上需要给予处分的行为的，应当分别确定其处分。应当给予的处分种类不同的，执行其中最重的处分;应当给予撤职以下多个相同种类处分的，执行该处分，并在一个处分期以上、多个处分期之和以下，决定处分期。

　　选项B正确。《***法》第五十八条第三款规定，受撤职处分的，按照规定降低级别。

　　选项C错误。《***法》第五十八条第二款规定，受处分的期间为：警告，六个月;记过，十二个月;记大过，十八个月;降级、撤职，***个月。本题中，对孙某只执行撤职处分，因此，处分期限为***个月，而非三十六个月。

　　选项D错误。《***法》第五十九条第二款规定，**处分后，晋升工资档次、级别和职务不再受原处分的影响。但是，**降级、撤职处分的，不视为恢复原级别、原职务。

　　《民法》

　　【单选题】甲用伪造的乙公司公章，以乙公司名义与不知情的丙公司签订食用油买卖合同，以次充好，将劣质食用油卖给丙公司。合同没有约定仲裁条款。关于该合同，下列哪一表述是正确的?( )

　　A.如乙公司追认，则丙公司有权通知乙公司撤销

　　B.如乙公司追认，则丙公司有权请求**撤销

　　C.无论乙公司是否追认，丙公司均有权通知乙公司撤销

　　D.无论乙公司是否追认，丙公司均有权要求乙公司履行

　　向上滑动查看参***

　　【正确答案】 B

　　【答案解析】 选项A.C错误。《合同法》第四十八条规定，行为人没有**权、超越**权或者**权终止后以被**人名义订立的合同，未经被**人追认，对被**人不发生效力，由行为人承担责任。相对人可以催告被**人在一个月内予以追认。被**人未作表示的，视为拒绝追认。合同被追认之前，善意相对人有撤销的**。撤销应当以通知的方式作出。据此可知，善意相对人丙若以通知方式撤销该合同，则需要在合同被乙公司追认之前进行。

　　选项B正确。《合同法》第五十四条第二款规定，一方以欺诈、胁迫的**或者乘人之危，使对方在违背真实意思的情况下订立的合同，受损害方有权请求人民**或者仲裁机构变更或者撤销。本案中，甲以次充好，将劣质食用油卖给丙公司，构成欺诈，该合同可撤销，受害人丙公司有权请求**对该合同予以撤销。

　　选项D错误。如果乙公司不追认，该合同无效，丙公司无权要求乙公司履行合同。

　　《刑法》

　　【单选题】甲与素不相识的崔某发生口角，推了他肩部一下，踢了他屁股一脚。崔某忽觉胸部不适继而倒地，在医院就医时**。经鉴定，崔某因患冠状粥样硬化性心脏病，致急性心力衰竭**。关于本案，下列哪一选项是正确的?( )

　　A.甲成立故意伤害罪，属于故意伤害致人**

　　B.甲的行为既不能认定为故意**，也不能认定为意外事件

　　C.甲的行为与崔某**结果之间有因果关系，这是客观事实

　　D.甲主观上对崔某**具有预见可能性，成立过失致人**罪

　　向上滑动查看参***

　　【正确答案】 C

　　【答案解析】 选项A错误。甲没有伤害崔某的主观故意，且实施的行为在通常情况下也不足以致崔某轻伤。因此，甲不构成故意伤害罪。

　　选项B错误，选项C正确。因果关系属于**构成中客观构成要件要素，属于客观事实;因被害人特殊体质导致的危害后果，一律认定为有因果关系。认定为有因果关系并不等同于构成**或追究刑事责任。结合题干中所给信息，对于甲认定为意外事件比较合适。

　　选项D错误。发生**后果的主要原因是崔某的特殊体质，甲主观上对崔某**不具有预见的.可能性，不成立过失**。

备考托福听力考试真题练习3篇（扩展5）

——托福听力备考的最有效方法 (菁选2篇)

托福听力备考的最有效方法1

　　第一步：保持冷静和自信。

　　要想彻底听懂托福听力的内容，或与老外进行无障碍交流，首先要对自己有信心，千万不要因为没听懂一两个单词而慌了手脚。这种良好的心理素质对提高听力能力相当关键。

　　第二步：学会形象化记忆。

　　听力的过程中要学会把抽象的语言转变成形象的图画，并反映在脑海之中。有了动态图象的帮助，才有利于抓住语言的主要信息而非旁支末节。

　　第三步：善于模仿。

　　不要盲目追求题海战术，不断地找新题目来练，而应该把***放在听过的题目上，进一步分析、研究，并认真模仿听力题目中的各种语音、语调、语气、习语、俚语等。

　　第四步：掌握多义词。

　　英语最大的特点是一词多义，这也是导致一些考生明明听出了是哪个词，却仍然搞不懂其在题目中确切含义的重要原因。因此，在*时练习中要注意掌握听力题目中常用词汇和句式的其他用法。

　　第五步：了解**文化背景和思维方式。

　　语言是文化和思维的载体，努力挖掘听力题目中的**文化背景和思维模式，就能在听力过程中变被动为主动。

　　第六步：不断记忆。

　　托福听力题中一些语言点的重现率很高，考生需要将他们加以背诵和记忆。背的越多，就意味着熟悉度越高，同时也培养了良好的英语语感。

　　托福听力备考水*的过程是一个不断丰富知识、发展技巧并同时锻炼分析、理解、推断能力的综合性训练过程，大家可以多了解一些托福听力背景，对备考有帮助。

托福听力备考的最有效方法2

　　之一、急功近利，总是找捷径

　　此区可谓是很多人犯的毛病——总是找捷径。大家都知道了听写跟读是提高听力的最好途径，都知道了要听什么怎么听。刚开始几天可能很刻苦，听写的挺高兴的，痛并快乐着嘛!希望在前头。渐渐的，几天几个星期，见自己听力还是不见长，听写出来花花**，一做听力题还是惨败归来，不找自己的问题，开始找听写的问题。此时，很多人都开始问“英语听写到底有没有用啊?”“我听了这么久怎么什么效果都没有啊?”“怎么做托福听力成绩才能迅速提高啊?”。

　　首先，当遇到挫败的时候，更应该反省的是自己是否做的不到位。英语听写是否认真，是否认真跟读，有没有达到盲读，一天用了多少时间在英语听写上……这些问题应该是最先出现在脑海里面的，还不是去质疑听写到底有没有用。听写的效用已经有千千万万的朋友哦们验证过了，而你踏入听写也不是正因为听写的妙效吗?听写是一剂好药，但是不是神药。不可能听写个十天八天的你就从废柴变成了牛人，这种事只存在于童话中。不管是什么药，它总是有个疗程。你不坚持，它怎么去发挥药效呢?而听写这一剂药，发挥药效的时间对于每个人都不同，那是因为每一个人的基础都不同。或许本来基础很好的人听了一个月就变成了牛人，不**一个连apple都听不懂的人用一个月也可以变成牛人。

　　所以，当你听写得疲惫了，信心低了，请反思自己有没有做好，如果做好了，那么就是修炼时间不够。请继续努力，因为你走在正道上，只是走得还不够远。

　　二、妄自菲薄，自信心低

　　的确，拥有良好的基础从小就能接触英语并且接受正确的`指导的人不多。当我们不得不面对IBT的时候，也不得不面对我们不怎么良好的基础。涉及除阅读外所有部分的听力成了很多人的短处。

　　听力不好的人刚开始听写可能还有些动力做英语听写，心想自己的基础本来就不好，不要心急慢慢练。可是听着听着却不见进步，开始怀疑是不是自己能力太差没有可以上升的空间，觉得自己怎么这么废，觉得自己做什么都不能提高还不如放弃算了。

　　此想法不可取。你只所以现在做的这么辛苦都是为了补偿你曾经未曾对英语花过的心思。就像一个瘦小伙疯狂高强度锻炼三个月并不一定能达到一个锻炼了两年的肌肉男的身体水*。知道自己的弱点在哪里，就应该去补救。而英语提高不是你行动了就马上有效果，而是要靠细水长流的积累。当你现在开始补救，应该摆明自己是个初学者的姿态，要去努力的提高自己，虽然或许记忆力和理解力也不如从前，但是我想你有了比从前坚强N倍的意志力。对自己有信心，对听写有信心，才是进步之本。

　　三、三天打鱼，两天晒网

　　刚开始大家都兴致勃勃的开始听写，高呼着大家都来**我，这样开听写日志的人有很多。但是有些人坚持着并进步了，有些人听了几天就消失无影踪了。听写日志其实也是个表面功夫，的确他可以**你听写，但是大家的**并不是最重要的，最重要的是你有坚持下去的心。

　　你可以不听几百篇，但是把自己听写的几十篇研究的彻彻底底，没有停止这样的学习，这是坚持;你可以听写听写一直听写，即便没有看到很明显的进步也在听写(当然这个前提是你使用了正确的适合自己的方法)，这也是坚持。上文也说了，听写是一剂好药，但是发挥药效需要时间。我们能做的是听写并坚持。我个**概听了4、50篇开始出效果，但是我并不能保证你们需要听写多久、坚持多久才会有效果。但是我知道，如果你坚持了，你一定会进步，或许在你不知不觉中进步，但最后总会达到你所要的结果。

　　四、 敷衍自己，不温故知新

　　这条很可能不知不觉出现。出现此忌的征兆是听写的时候容易走神，听不出来的词就直接跳过不仔细多听，对答案的时候草草了事，跟读个几遍就去休息，盲读直接无视，听写完就了事不复习以前的段子……

　　当你出现此忌，那么我可以告诉你，就算再好的药也会没有药效。就像是吃药，明明规定了一天要吃三粒，但是你只吃一粒;明明说是饭后吃，你偏在饭前就要把他吞下去。听写这剂药虽好，但是不遵守医嘱一样没有药效。

　　很多人或许说，我每天都听写了3、4篇呢，怎么就是没效果呢。请反思自己是否犯下此忌。或许你是每天都乖乖听写了，但是听写的时候乱写一通，对答案的时候是对是错随便写写，跟读的时候完全照自己的意思照着自己的地方口音来跟读，录音放着可是语音语调却走着自己的路线，听过的段子从来不重新看。那么我只能说你在自我感觉方面很牛。像这样敷衍着来听写，怎样都是不会进步的。

　　So，当你意识到自己可能有这些问题了，请赶快参照标准的方法好好检查检查，自己是否在用正确的方法努力着。如果是，那么恭喜你，可以继续努力了。如果不是,那就要迅速调整自己的状态.

　　五、思维局限，只用固定套路

　　这个问题可能出现的不是很多，但是个人认为是非常影响学习效率的一件是。听写是个大方向，关于听写有很多小的细节问题，虽然有给出所谓的标准做法，但是有些时候并不是适合所有人的。比如说听写到底是打在电脑上还是用手写，到底跟读应该怎么跟读等等。

　　拿跟读举例，本人跟读前都会先把段子读个几遍，大概意思把握的清楚了，跟读的时候也比较舒畅。大概大家也看过关于新手讨论跟读的那个帖子了，给出的方法时跟读前不要先读，而是直接跟读，这样效果明显。本人认为这两种方法都是可以的，一种有利于循序渐进，不那么费劲，一种更注重效果，强度比较大。每个人都可以根据自己的需要去选择，用哪种方法并不影响你最后跟读的结果。另举一例，horse给的听写要求是写一句对一句答案，但是我刚开始时很容易坚持不住而被诱使着去看下一句。所以我刚开始听场景分类的时候都是全篇听完再对答案的，对答案的时候再听原文，个人觉得没什么大碍(horse假如看到这里觉得这样不行一定要告诉我啊!)。到后来水*上来了，听og，barron的时候都是听一句对一句了，因为听力水*高了，很多时候听得都是全对的，这样对答案也就提高了速度。

　　举了两个例子，是想告诉大家，只要大方向是对的，方法不存在对错，只存在适不适合自己，因此要勤于思考，寻找适合自己的学习方法，才是学习的最高境界。

备考托福听力考试真题练习3篇（扩展6）

——托福听力怎么练习有什么方法 (菁选2篇)

托福听力怎么练习有什么方法1

　　1.听写跟读复述练习。对于基础薄弱的考生来说，听写跟读复述的练习是万万不能够跳过的，因为在这个阶段去做习题意义并不是特别大，因为内容都没有办法听懂的情况下，是没有办法关注到题目及文章规律的，因此一定要踏踏实实地先把起步阶段的基础打好，认真做好听写跟读复述练习。

　　2.找出那些错题，看原文找出自己为什么错，马虎还是听错，还是那个音自己根本就不会。不会其实也分为两种情况，一是听力问题，就是这个单词在脑中没有印象，这样自然就无法听出来，这种情况就是要反复听这个错题，几天之后再拿出来复习，直到完全记住为止。

　　3.要对真题有研究托福听力考试中的每一类题型都是有规律可循的。如果你对真题有研究的话，那么你就会发现，什么类型的题目，它的答案和文字中哪个单词是有密切关系的，长对话的答案一般会出现在哪里，哪些地方需要注意的，其实这和阅读是一样的

　　4.记笔记是有选择的记录。有时一句话连着几个听不懂的生词或专有名词，听不出来句子意思时记得标记听得出来的词汇，或者听不出来的专有名词的大概发音，做题时方便根据这些词所在的层次解题。

　　5.托福听力听对话必须要同时做题，很多 同学在做托福听力的时候都是先听，然后再去做题，这样是错误的做法，正确的做法是先看题，然后边听边做。因为这样你可以避免造成听后不对应文章意思的问题，的确你能听懂文章的大部分意思，基本可以做对题，那么如果你理解的意思是错误的呢，那么你就来不及更正答案了;

托福听力怎么练习有什么方法2

　　1.托福听力考试的考点非常固定，主旨题，态度题，细节题，基本可以根据*时的积累，特别是利用结构听力和笔记法，将考点一一记录下来。但是基础不好的同学往往连题目都看不懂。这就要求学生1.熟悉常用的500个学术词汇，至少确保基本能读懂题目。2.积累一点的专业主题词汇。学生必须先背诵基础的学术词汇，这是一门苦活，一定要在听到单词的同时，反应单词的意思，注意托福听力不考单词拼写，因此能反应单词意思即可。

　　2.学生在做题的时候，每做完一篇听力文章，需要将这篇文章的文字材料拿出，将文字材料中的生词进行积累，积累的格式：生词+音标+中文+跟读单词5遍。总结完以后，将自己的生词本合上，将材料再听一遍

　　3.在练习的时候，可以通过泛听+精听来训练。如果学生听了第一遍材料，两件事情都做完了，就做第二篇。如果第一次做泛听，哪怕30分钟内就折腾了这一篇文章，也没有关系。因为随着时间的推移(大概半个月就会有进步)你会发现，孩子在单位时间内能搞定这两件事的文章变多了。

　　4.练习精听，精听指的是在做完一套题目后，再认真地多次重听，目的是尽可能体会考点的设计**，说话者表达信息的方式，在不看听力原文的情况下，尽能通过自己的努力听出更多的单词，加强词汇的语音记忆，同时纠正自己的发音。

　　5.熟悉美式发音并纠正自身发音。充分熟悉美音的特点，把握住美音和其它主流发音的典型差异是攻克托福听力的一个重要因素和关键前提。试想如果一个考生习惯于英式发音，很少接触美式发音的听力材料，那么在应对 托福考试 时将有很大的不适应感，也会由于一些发音的不同而造成理解的障碍

备考托福听力考试真题练习3篇（扩展7）

——英语六级听力考试真题 (菁选2篇)

英语六级听力考试真题1

　　Section A

　　1. M: Mary, could you please tell Thomas to contact me? I was hoping he would be able to help me out with the freshmen orientation program next week.

　　W: I would certainly tell him if I saw him, but I haven't seen him around for quite a few days.

　　Q: What does the woman mean?

　　2. M: Susan, I am going to change the light bulb above the dining room table. Will you hold the ladder for me?

　　W: No problem. But be careful while you're up there.

　　Q: What does the man want the woman to do?

　　3. W: It's freezing cold. Let me make some coffee to warm us up. Do you want a piece of pie as well?

　　M: Coffee sounds great. But I'm going to have dinner with some friends in a while, so I'd better skip the pie.

　　Q: What does the man mean?

　　4. W: How come Jim lost his job?

　　M: I didn't say he had lost it. All I said was if he didn't get out and start selling a few cars instead of idling around all day, he might find himself looking for a new job.

　　Q: What does the man say about Jim?

　　5. M: Hello, Mary. This is Paul at the bank. Is Tony home?

　　W: Not yet. Paul. I don't think you can reach him at the office now, either. He phoned me five minutes ago to say he was stopping for a hair-cut on his way home.

　　Q: Who do you think the woman probably is?

　　6. W: Oh! Boy! I don't understand how you got a ticket today. I always thought you were slow even driving on the less crowded fast lane.

　　M: I'm usually careful. But this time I thought I could get through the intersection before the light turned.

　　Q: What do we learn about the man?

　　7. W: Your dog certainly seems to know you are his master. Did you have to punish him very often when you trained him?

　　M: I found it's much better to praise him when he obeys and not to be so fussy when he makes mistakes.

　　Q: What does the man say about training dogs?

　　8. M: I am afraid there won't be time to do another tooth today. Make sure you don't eat anything like stakes for the next few hours, and we'll fill the other cavity tomorrow.

　　W: All right. Actually, I must hurry to the library to return some books.

　　Q: Where does the conversation most probably take place?

　　9. W: I am worried about Jenny going to college. College students are so wild nowadays.

　　M: Actually, only a few are like that. Most students are too busy studying to have time to cause trouble.

　　Q: What does the man imply?

　　10. W: You didn't seem to be terribly enthusiastic about the performance.

　　M: You must be kidding. I couldn't have clapped any harder. My hands are still hurting.

　　Q: What does the man think of the performance?

　　Section B

　　Passage 1

　　Born and raised in central Ohio, I'm a country girl through and through. I'm currently studying to become a physical therapist, a career path that marks a great achievement for me. At Ohio State University, admission into the physical therapy program is intensely competitive. I made it pass the first cut the first year I applied, but was turned down for admission. I was crushed, because for years I have been determined to become a physical therapist. I received advice from friends and relatives about changing my major and finding another course for my life. I just couldn't do it. I knew I could not be as happy in another profession. So I stilled myself, began to work seriously for another year and reapplied. Happily I received notice of my admission. Later, I found out that less than 15% of the applicant had been offered positions that year. Now in the first two years of professional training, I couldn't be happier with my decision not to give up on my dream. My father told me that if I wanted it badly enough, I would get in. Well, Daddy, I wanted it. So there. After graduation, I would like to travel to another country, possibly a Latin American country and work in a children's hospital for a year or two. So many of the children there are physically handicapped but most hospitals don't have the funding to hire trained staff to care for them properly. I would like to change that somehow.

　　11. What is the speaker's field of study?

　　12. According to the speaker, what contributed to her admission to Ohio State University?

　　13. Why does the speaker want to go to a Latin American country?

　　Passage 2

　　Gabriela Mistral was once an ordinary teacher in a small village school in Northern Chile. Towering mountains separate her village from the world outside. Gabriela Mistral was only fifteen when she began teaching, but she was a good teacher. She helped the minds of her students' scale the mountain walls and reached out to the world beyond. For eighteen years, Gabriela devoted her life to the poor farm children of Chile's Northern valleys. During part of this time, she was director of schools in all of Chile. Before long, many countries recognized her as a great friend of children and the leader in education. In 1922, she was invited to Mexico to help organize the rural school system. Two years later, Gabriela Mistral came to the United States where she served as a visiting professor in several colleges. In New York City, a group of teachers helped to finance the publication of her first book of poetry. Some of her books have been translated into six different languages. She gave the income from some of her books to help poor and neglected children. Beginning in the 1920's, her interests reached out to broader fields. Statesmen asked her advice on international problems. She tried to break through the national barriers that hindered the exchange of ideas among the Spanish speaking peoples of South America. She tried to develop a better understanding between the United States and countries of Latin America. In 1945, she gained worldwide recognition by winning the Nobel Prize in literature, the first Southern American to win the prize.

　　14. Where did Gabriela Mistral start her teaching career?

　　15. How did Gabriela Mistral help the poor children of her hometown?

　　16. Why did many countries think highly of Gabriela Mistral?

　　17. How did Gabriela Mistral become famous all over the world?

　　Passage 3

　　Over time animals have developed many ways to stay away from predators. A predator is an animal that hunts and eats other animals. Hiding is one of the best ways to stay alive. Some animals hide by looking like the places where they live. To see how this works, let's look at the sea dragon. It is a master of disguise. The sea dragon is covered with skin that looks like leaves. The skin helps the dragon look like a piece of seaweed. A hungry meat eater would stay away from anything that looks like seaweed. Other animals stay safe by showing their colors. They want other animals to see them. Scientists call these bright colors--warning colors. You have probably seen animals that have warning colors. Some grasshoppers show off their own bright colors. Those colors don't just look attractive; they tell their enemies to stay away. Of course, hungry predators sometimes ignore the warning. They still go after the grasshopper. If that happens, the grasshopper has a backup defense. It makes lots of foam. The foam tastes so bad that the predator won't do it again. Color doesn't offer enough protection for some other animals. They have different defenses that help them survive in the wild. Many fish live in groups or schools. That's because there is safety in numbers. At the first sign of trouble, schooling fish swim as close together as they can get. Then the school of fish makes lots of twists and turns. All that movement makes it hard for predators to see inpiduals in a large group.

　　18. What is the speaker mainly talking about?

　　19. What protects the sea dragon from the meat eater's attack?

　　20. According to the passage, why do many fish stay in groups?

英语六级听力考试真题2

　　Section A

　　1. M: Mary, could you please tell Thomas to contact me? I was hoping he would be able to help me out with the freshmen orientation program next week.

　　W: I would certainly tell him if I saw him, but I haven't seen him around for quite a few days.

　　Q: What does the woman mean?

　　2. M: Susan, I am going to change the light bulb above the dining room table. Will you hold the ladder for me?

　　W: No problem. But be careful while you're up there.

　　Q: What does the man want the woman to do?

　　3. W: It's freezing cold. Let me make some coffee to warm us up. Do you want a piece of pie as well?

　　M: Coffee sounds great. But I'm going to have dinner with some friends in a while, so I'd better skip the pie.

　　Q: What does the man mean?

　　4. W: How come Jim lost his job?

　　M: I didn't say he had lost it. All I said was if he didn't get out and start selling a few cars instead of idling around all day, he might find himself looking for a new job.

　　Q: What does the man say about Jim?

　　5. M: Hello, Mary. This is Paul at the bank. Is Tony home?

　　W: Not yet. Paul. I don't think you can reach him at the office now, either. He phoned me five minutes ago to say he was stopping for a hair-cut on his way home.

　　Q: Who do you think the woman probably is?

　　6. W: Oh! Boy! I don't understand how you got a ticket today. I always thought you were slow even driving on the less crowded fast lane.

　　M: I'm usually careful. But this time I thought I could get through the intersection before the light turned.

　　Q: What do we learn about the man?

　　7. W: Your dog certainly seems to know you are his master. Did you have to punish him very often when you trained him?

　　M: I found it's much better to praise him when he obeys and not to be so fussy when he makes mistakes.

　　Q: What does the man say about training dogs?

　　8. M: I am afraid there won't be time to do another tooth today. Make sure you don't eat anything like stakes for the next few hours, and we'll fill the other cavity tomorrow.

　　W: All right. Actually, I must hurry to the library to return some books.

　　Q: Where does the conversation most probably take place?

　　9. W: I am worried about Jenny going to college. College students are so wild nowadays.

　　M: Actually, only a few are like that. Most students are too busy studying to have time to cause trouble.

　　Q: What does the man im*?

　　10. W: You didn't seem to be terribly enthusiastic about the performance.

　　M: You must be kidding. I couldn't have clapped any harder. My hands are still hurting.

　　Q: What does the man think of the performance?

　　Section B

　　Passage 1

　　Born and raised in central Ohio, I'm a country girl through and through. I'm currently studying to become a physical therapist, a career path that marks a great achievement for me. At Ohio State University, admission into the physical therapy program is intensely competitive. I made it pass the first cut the first year I applied, but was turned down for admission. I was crushed, because for years I have been determined to become a physical therapist. I received advice from friends and relatives about changing my major and finding another course for my life. I just couldn't do it. I knew I could not be as happy in another profession. So I stilled myself, began to work seriously for another year and reapplied. Happily I received notice of my admission. Later, I found out that less than 15% of the applicant had been offered positions that year. Now in the first two years of professional training, I couldn't be happier with my decision not to give up on my dream. My father told me that if I wanted it badly enough, I would get in. Well, Daddy, I wanted it. So there. After graduation, I would like to travel to another country, possibly a Latin American country and work in a children's hospital for a year or two. So many of the children there are physically handicapped but most hospitals don't have the funding to hire trained staff to care for them properly. I would like to change that somehow.

　　11. What is the speaker's field of study?

　　12. According to the speaker, what contributed to her admission to Ohio State University?

　　13. Why does the speaker want to go to a Latin American country?

　　Passage 2

　　Gabriela Mistral was once an ordinary teacher in a small village school in Northern Chile. Towering mountains separate her village from the world outside. Gabriela Mistral was only fifteen when she began teaching, but she was a good teacher. She helped the minds of her students' scale the mountain walls and reached out to the world beyond. For eighteen years, Gabriela devoted her life to the poor farm children of Chile's Northern valleys. During part of this time, she was director of schools in all of Chile. Before long, many countries recognized her as a great friend of children and the leader in education. In 1922, she was invited to Mexico to help organize the rural school system. Two years later, Gabriela Mistral came to the United States where she served as a visiting professor in several colleges. In New York City, a group of teachers helped to finance the publication of her first book of poetry. Some of her books have been translated into six different languages. She gave the income from some of her books to help poor and neglected children. Beginning in the 1920's, her interests reached out to broader fields. Statesmen asked her advice on international problems. She tried to break through the national barriers that hindered the exchange of ideas among the Spanish speaking peoples of South America. She tried to develop a better understanding between the United States and countries of Latin America. In 1945, she gained worldwide recognition by winning the Nobel Prize in literature, the first Southern American to win the prize.

　　14. Where did Gabriela Mistral start her teaching career?

　　15. How did Gabriela Mistral help the poor children of her hometown?

　　16. Why did many countries think highly of Gabriela Mistral?

　　17. How did Gabriela Mistral become famous all over the world?

　　Passage 3

　　Over time animals have developed many ways to stay away from predators. A predator is an animal that hunts and eats other animals. Hiding is one of the best ways to stay alive. Some animals hide by looking like the places where they live. To see how this works, let's look at the sea dragon. It is a master of disguise. The sea dragon is covered with skin that looks like leaves. The skin helps the dragon look like a piece of seaweed. A hungry meat eater would stay away from anything that looks like seaweed. Other animals stay safe by showing their colors. They want other animals to see them. Scientists call these bright colors--warning colors. You have probably seen animals that have warning colors. Some grasshoppers show off their own bright colors. Those colors don't just look attractive; they tell their enemies to stay away. Of course, hungry predators sometimes ignore the warning. They still go after the grasshopper. If that happens, the grasshopper has a backup defense. It makes lots of foam. The foam tastes so bad that the predator won't do it again. Color doesn't offer enough protection for some other animals. They have different defenses that help them survive in the wild. Many fish live in groups or schools. That's because there is safety in numbers. At the first sign of trouble, schooling fish swim as close together as they can get. Then the school of fish makes lots of twists and turns. All that movement makes it hard for predators to see inpiduals in a large group.

　　18. What is the speaker mainly talking about?

　　19. What protects the sea dragon from the meat eater's attack?

　　20. According to the passage, why do many fish stay in groups?

备考托福听力考试真题练习3篇（扩展8）

——托福考试写作真题

托福考试写作真题1

　　现在有一些学校require children(5-11岁) to work together instead of working on their own during most of their learning process， do you agree or disagree that is the best way to teach children?

　　托福写作模板及参***：

　　Do you agree or disagree with the following statement? Many schools require young children (aged 5-11) to work together in a small group instead of working alone to learn man activities.

　　Educators and researchers have never stopped the examination of the importance and relevance of collaborative learning that are encouraged by middle schools. When compared with studying alone, I, personally, believe that it is far more beneficial to students when working in groups for the following reasons.

　　First off, working in a group can be very conducive for students since they can help students to study more effectively and thus tackle real-world issues. A recent study conducted by University of Minnesota backed up the claim that study teams, collaborative learning and group projects are far more effective in helping students to develop useful skills than traditional teacher-led teaching approach. In fact, when learning in groups, students have to do some research about the topic they are expected to discuss beforehand, which helps them to clear up some misunderstandings and boast their enthusiasm in academic exploration. Clearly, working in a group can help students to retain information for a much longer time and have a much deeper understanding of some concepts and ideas. Consequently, if teachers categorize students and organize them in small study groups, chances are that they would solve complex issues together, like researching the history of the city, examining the water quality of the local town, so on and so forth. Students can develop critical thinking skills as well as learn to collect and ****yze information from multiple sources.

　　Additionally, working in groups has much deeper implications beyond students’ academic experience. As the saying goes: “many hands make light work”. Actually it remains as relevant today as it did a century ago. To be more specific, working together helps to develop skills like cooperation, organization and leadership. When learning in a group, every single student gets a chance to contribute their knowledge to the group, and they can learn to appreciate the work of other students simultaneously as well. What’s more, they have to work closely with others for the same goal otherwise they might not be able to compete with other study groups. More importantly, students will get exposure to distinctive perspectives and at the same time learn how to accept different points of view and find common ground in this process. Such an educational experience will not only be helpful for their future study but also beneficial to them when they have to deal with coworkers, clients, and teammates in a professional setting in the future. Numerous studies have shown that students who have prior experience working with others enjoy a better chance to be successful in their future career.

　　In conclusion, working together in a group has far more meaningful implications than working alone since collaborative learning helps students to learn much more effectively and develop important skills that are vital for their future study and career.